We can choose to use our growing knowledge to enslave people in ways never dreamed of before, depersonalizing them, controlling them by means so carefully selected that they will perhaps never be aware of their loss of personhood.

In my early professional years I was asking the question: How can I treat, or cure, or change this person? Now I would phrase the question in this way: How can I provide a relationship which this person may use for his own personal growth?

The education situation which most effectively promotes significant learning is one in which (1) threat to the self of the learner is reduced to a minimum and (2) differential perception of the field of experience is facilitated

The mainspring of creativity appears to be the same tendency which we discover so deeply as the curative force in psychotherapy, man's tendency to actualize himself, to become his potentialities. By this I mean the organic and human life, the urge to expand, extend, develop, mature - the tendency to express and activate all the capacities of the organism, or the self.

You know that I don't believe that anyone has ever taught anything to anyone. I question that efficacy of teaching. The only thing that I know is that anyone who wants to learn will learn. And maybe a teacher is a facilitator, a person who puts things down and shows people how exciting and wonderful it is and asks them to eat.

Adults who think that children must be manipulated for their own good have developed the attitude of a controlling parent who lacks faith in himself, the child, or humanity or himself.

Though modern Marriage is a tremendous laboratory, its members are often without preparation for the partnership function. How much agony and remorse and failure could have been avoided if there had been at least some rudimentary learning before they entered the partnership.